Much research shows that the correlation between IQ and school performance is consistently high. However, some evidence indicates that this relationship is not consistent but is moderated by classroom psycho-social environment at the first-grade level. Data from IQ tests, the Devereux Elementary School Behavior Rating Scale, number of attendance days, overall academic teacher ratings, and the Pier-Harris Children's Self-Concept Scale were collected from 189 students in one of three types of self-contained first-grade classrooms: open, intermediate, and traditional structure. Findings indicated that, in general, IQ and school performance were highly related in traditional classroom settings, particularly for the two most achievement-oriented school performance dimensions, but only minimally related in the intermediate classroom settings. (Author/KMF)